Full Catalog of Upcoming Events

This was copied and pasted directly from the youtube link:  "The purpose of this presentation is to provide parents with some coping strategies to help children with dyslexia and/or other learning disabilities. Strategies for coping with schools and the school system, teasing and bullying, and the lack of self-esteem in the child with dyslexia will be discussed. Ways to boost self–esteem in children will be illustrated with concrete examples. The role of fathers and/or other male figures will be outlined. The positive role of parent support groups and organizations such as IDA will be stressed.

About the Presenter: Linda S. Siegel, Ph.D., is the former Dorothy C. Lam Chair in Special Education and an Emeritus Professor in the Department of Educational and Counselling Psychology and Special Education at the University of British Columbia, Vancouver, Canada, and author of the books Understanding Dyslexia and Other Learning Disabilities (Pacific Educational Press) and the revised edition of Not Stupid, Not Lazy: Understanding Dyslexia and Other Learning Disabilities, published by the International Dyslexia Association. Linda S. Siegel, Ph.D., is the author of the books Understanding Dyslexia and Other Learning Disabilities (Pacific Educational Press) and the revised edition of Not Stupid, Not Lazy: Understanding Dyslexia and Other Learning Disabilities, published by the International Dyslexia Association." After registering, you will receive a link to the youtube video.

This was copied and pasted directly from the GDOE weblink:  "Explicit instruction is a high leverage practice that has evidence to support student success, especially with struggling learners. This session will discuss the process of implementing explicit instruction at the secondary level, and offer resources and tools to support implementation. Learning Targets: To define explicit instruction. To model I do, We do, You do, strategy of explicit instruction for a high school lesson. To locate resources and tools that support high leverage practices and explicit instruction." After registering, participants will receive the link to the video.

This was copied and pasted directly from the GDOE weblink:  "The premise of PBIS is that continual teaching, combined with acknowledgement or feedback of positive student behavior will reduce unnecessary discipline and promote a climate of greater productivity, safety, and learning. This session will provide an understanding of PBIS in Georgia and describe the correlation between school climate and implementing the PBIS framework with fidelity. The goal is to provide districts with examples of innovative approaches that focus on the PBIS framework and its implementation in Georgia." After registering, participants will receive the link to the video.

This comes directly from the website:  "In this virtual workshop, you will learn how to access and share PhET simulations with your students, and explore the features that make PhET sims a powerful tool for science and mathematics teachers." After registering, you will receive the link to the 2 hour session.

 This comes directly from the website:  "

• In this virtual workshop, we will review strategies for how to use PhET in circumstances where you are presenting a simulation in front of the whole class using a projector, interactive whiteboard, or sharing your screen online.
• Is this your first time learning about PhET? If so, we encourage you to first take the Introduction to PhET Simulations workshop." After registering, you will receive a link to the workshop.

 This comes directly from the website:  "In this virtual workshop, we will review strategies for how to use PhET to create sim-based inquiry activities for math classes, including activity sheets that students can use as they work independently or in small groups while they have direct access to simulations on their own device. (5 hours)

• Is this your first time learning about PhET? If so, we encourage you to first finish the Introduction to PhET Simulations workshop and the Whole-Class Strategies workshop to learn how a PhET sim can be presented in a whole class setup."

 This comes directly from the website:  "In this virtual workshop, we will review strategies for how to use PhET to create sim-based inquiry activities for science classes, including activity sheets that students can use as they work independently or in small groups while they have direct access to simulations on their own device. (5 hours)

• Is this your first time learning about PhET? If so, we encourage you to first finish the Introduction to PhET Simulations workshop and the Whole-Class Strategies workshop to learn how a PhET sim can be presented in a whole class setup."

This comes directly from the website:  "

• In this virtual workshop, you will learn how to effectively design a learning sequence that makes use of PhET’s simulations for mathematics and science.
• Is this your first time learning about PhET? If so, we encourage you to first finish the Introduction to PhET Simulations workshop, the Whole-Class Strategies workshop, and either the Math Activity Designor the Science Activity Design workshop."

This Just-In-Time Webinar will equip State Evaluation contacts and Super Users on ways to manage all accounts in the TLSD Platform. We will review important Beginning of the Year TKES and LKES information during the webinar, including the NEW unique identifier for TLSD Platform accounts.

This was copied directly from the website:  "Educators are provided practical ways to use ACCESS for ELLs and Alternate ACCESS scores to inform instructional activities for the upcoming school year."

This was copied and pasted directly from Mrs. Candler's website as a description of the MrOwl tool:  "MrOwl is a free online tool that helps you discover, create, and share internet topic playlists, called “branches,” about the things that are important to you. It’s never been easier to keep everything all in-one-easy place and create collections of information with subtopics, links, photos, documents and more. And everything is searchable – even the documents."

This was copied and pasted directly from Mrs. Candler's website as a description:  "Getting the school year off to a great start is essential, and what you do the first week of school will make all the difference. Watch this webinar to discover my secrets for creating a caring classroom and how to empower your students to believe in themselves."

This was copied and pasted directly from Mrs. Candler's website as a description:  "Do you have task cards gathering dust in your classroom? If so, you need to watch this webinar! Rachel Lynette and I explained how to use those task cards to “power up” the learning process. We also shared strategies for differentiation, using them with games, and much more!" There are two videos, as well as a site to order task cards, if interested.

 This was copied and pasted directly from Mrs. Candler's website as a description:  "Have you ever considered the importance of vocabulary instruction in math? If you think about it, success in math often hinges on the ability to read and understand the language of mathematics rather than on the ability to perform mathematics computation. Fortunately, there are loads of active engagement strategies that you can implement to help your students master the language of math and learn to love it!"

This was copied and pasted directly from Mrs. Candler's website:  "Why wait until April to teach poetry? Fall is the perfect time because then your students can enjoy poetry all year long! In this webinar, I walk you through a complete poetry unit, step-by-step. After you implement these lessons, you’ll be amazed at how quickly your students are able to read, write, and understand poetry… and even more surprised to discover how much your students come to love poetry, too!"

 This was copied and pasted directly from Mrs. Candler's website:  "How do you motivate students to believe in themselves and to become lifelong learners? In the first part of this two-part webinar, I shared strategies for teaching kids about multiple intelligence theory so they can recognize their own unique talents and skills. During the second session, I shared strategies for fostering a growth mindset and explored how to use both frameworks together."

 This was copied and pasted directly from Mrs. Candler's website:  "How do you motivate students to believe in themselves and to become lifelong learners? In the first part of this two-part w Plickers is an amazing formative assessment tool and so much more! With just one mobile device and a set of Plickers (paper clickers), you can teach interactively and adjust instruction on the fly without taking home piles of papers to grade each night. Kids of all ages love it, too! "

 This was copied and pasted directly from Mrs. Candler's website:  "Do your students hate problem solving? Unfortunately, most kids dread math word problems, and this mindset causes them to give up on problems they might be able to solve with a little persistence. In this webinar, I dove into the most recent research and best practices for helping kids develop a mathematical mindset."

There are resources such as videos, links, articles, etc. that can be explored to help participants learn about federal student privacy laws and rights.

In this series of 3 brief videos, our main purpose is to illustrate a practical process for incorporating writing into science and social studies classrooms, in purposeful ways.

We define “purposeful” as writing that helps students learn and communicate content understanding.

Writing is simply a method we use to teach and assess content.

Step 1: Lay a foundation: Build students’ understanding of the vocabulary for informational writing, which is a common type of writing in science and social studies. (Video 1)

Step 2: Prioritize writing on standards that require higher-order, critical thinking. (We will explore examples). Build brief writing questions aligned to these. (Video 2)

Step 3: Guide students through some of these writing questions so that they are more successful when they respond independently. (Video 3)

In this series of 3 brief videos, our main purpose is to illustrate a practical process for incorporating writing into science and social studies classrooms, in purposeful ways.

We define “purposeful” as writing that helps students learn and communicate content understanding.

Writing is simply a method we use to teach and assess content.

Step 1: Lay a foundation: Build students’ understanding of the vocabulary for informational writing, which is a common type of writing in science and social studies. (Video 1)

Step 2: Prioritize writing on standards that require higher-order, critical thinking. (We will explore examples). Build brief writing questions aligned to these. (Video 2)

Step 3: Guide students through these writing questions so that they are ultimately more successful when they respond independently. (Video 3)

In this series of 3 brief videos, our main purpose is to illustrate a practical process for incorporating writing into science and social studies classrooms, in purposeful ways.

We define “purposeful” as writing that helps students learn and communicate content understanding.

Writing is simply a method we use to teach and assess content.

Step 1: Lay a foundation: Build students’ understanding of the vocabulary for informational writing, which is a common type of writing in science and social studies. (Video 1)

Step 2: Prioritize writing on standards that require higher-order, critical thinking. (We will explore examples). Build brief writing questions aligned to these. (Video 2)

Step 3: Guide students through some of these writing questions so that they are more successful when they respond independently. (Video 3)

In this series of 3 brief videos, our main purpose is to illustrate a practical process for incorporating writing into science and social studies classrooms, in purposeful ways.

We define “purposeful” as writing that helps students learn and communicate content understanding.

Writing is simply a method we use to teach and assess content.

Step 1: Lay a foundation: Build students’ understanding of the vocabulary for informational writing, which is a common type of writing in science and social studies. (Video 1)

Step 2: Prioritize writing on standards that require higher-order, critical thinking. (We will explore examples). Build brief writing questions aligned to these. (Video 2)

Step 3: Guide students through some of these writing questions so that they are more successful when they respond independently. (Video 3)

What is 360 Writing?

A highly flexible framework that includes a few basic steps to help educators align their writing instruction, assessment, and feedback strategies to the Georgia Standards of Excellence and research. 

The framework for each grade level and genre has 2-3 basic steps:

1.  Build understanding of the vocabulary for the genre of writing.

     Then approach writing as a process:

2.  On shorter activities in the genre.

3.  Followed by more extended activities (grades 3 and up).

Videos Illustrate the Steps (K-2)

Video 1:  Build understanding of the vocabulary for the genre of writing.

Video 2:  Build pieces following the writer's process.

The videos show how these activities unfold similarly across all three grade levels in the grade band (K-2).l

You will also find the frameworks for your grade level in all three genres.  Dr. Raczynski gives suggested timeframes for writing instruction.